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Advanced debate. Readings in theory, practice & teaching / (Record no. 3369)

MARC details
000 -CABECERA
campo de control de longitud fija	04410 a2200277 4500
008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL
campo de control de longitud fija	250318s########\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|#d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9681605438
040 ## - FUENTE DE CATALOGACIÓN
Centro catalogador/agencia de origen	GAMADERO2
Lengua de catalogación	spa
Centro/agencia transcriptor	GAMADERO2
041 ## - CÓDIGO DE IDIOMA
Código de lengua del texto/banda sonora o título independiente	Inglés
050 00 - SIGNATURA TOPOGRÁFICA DE LA BIBLIOTECA DEL CONGRESO
Número de clasificación	LCC
100 ## - ENTRADA PRINCIPAL--NOMBRE DE PERSONA
Nombre de persona	Georges Duby
245 ## - MENCIÓN DEL TÍTULO
Título	Advanced debate. Readings in theory, practice & teaching /
250 ## - MENCION DE EDICION
Mención de edición	1
260 ## - PUBLICACIÓN, DISTRIBUCIÓN, ETC.
Nombre del editor, distribuidor, etc.	Fondo de Cultura Economico de Mexico
Lugar de publicación, distribución, etc.	USA
Fecha de publicación, distribución, etc.	1992
300 ## - DESCRIPCIÓN FÍSICA
Extensión	579
Dimensiones	16cm de ancho X 23.5cm de largo
490 0# - MENCIÓN DE SERIE
Mención de serie	Serie
505 ## - NOTA DE CONTENIDO CON FORMATO
Nota de contenido con formato	Contents<br/><br/>DE<br/><br/>Part One Overview of the Discipline<br/><br/>1<br/><br/>Why Should We Support Debate?<br/><br/>1<br/><br/>2<br/><br/>Kent Colbert and Thompson Biggers<br/><br/>2 Women in High School Debate<br/><br/>J. Cinder Griffin and Holly Jane Raider<br/><br/>3 Ethics in Academic Debate: A Gaming Perspective<br/><br/>Alfred C. Snider<br/><br/>Part Two Advanced Debate Practices<br/><br/>4<br/><br/>Affirmative Case Approaches<br/><br/>Allan J. Lichtman, Daniel M. Rohrer, and Jerome Corsi<br/><br/>5 A Systematic Approach to Opposing Policy Change Michael Pfau<br/><br/>8<br/><br/>15<br/><br/>31<br/><br/>33<br/><br/>42<br/><br/>6 A Reevaluation of Negative Division of Duties<br/><br/>50<br/><br/>Dwaine R. Hemphill<br/><br/>7 Cross-Examination Reexamined<br/><br/>61<br/><br/>George Ziegelmueller<br/><br/>8 Prep Time: Maximizing a Valuable Resource<br/><br/>71<br/><br/>Gloria Cabada<br/><br/>9 A Theory of the Turnaround Walter Ulrich<br/><br/>81<br/><br/>10 Value Analysis in Lincoln-Douglas Debate:<br/><br/>The Need for Substance over Form<br/><br/>87<br/><br/>Diana Prentice<br/><br/>Impact and Implications of Parliamentary Format on<br/><br/>94<br/><br/>11<br/><br/>American Debate<br/><br/>E. Sam Cox and Kendall R. Phillips<br/><br/>12 The Use of Empirical<br/><br/>Studies in Debate Tim Lee, Dave Harris, and Craig Dudczak<br/><br/>105<br/>Advanced Debate<br/><br/>40<br/><br/>Towards a Strategic Focus in Nonpolicy Debate<br/><br/>David J. Shipley<br/><br/>501<br/><br/>41 The Indivisibility of Value Claims from Policy Positions:<br/><br/>An Argument for Policy in Value Debate<br/><br/>517<br/><br/>Dale Herbeck and Kimball Wong<br/><br/>42 Value Implications Kent Colbert and David A. Thomas<br/><br/>43 Hasty Generalization Revisited David M. Berube<br/><br/>528<br/><br/>535<br/><br/>44 When the Whole Is Greater Than the Sum of the Parts:<br/><br/>The Implications of Holistic Resolutional Focus Jeffrey T. Bile<br/><br/>549<br/><br/>45 Debating Impacts: Intrinsicness Argumentation in<br/><br/>560<br/><br/>Nonpolicy Debating<br/><br/>David M. Berube<br/><br/>Appendix A<br/><br/>Author Directory<br/><br/>Appendix B<br/><br/>Source Notes<br/><br/>577<br/><br/>579
520 ## - RESUMEN, ETC.
Resumen, etc.	Part One<br/><br/>Overview of the Discipline<br/><br/>In what sense can debate be called a discipline? There are several senses that come to mind.<br/><br/>First, debate can be considered an academic discipline, studied in the curriculum of such courses as argumentation and debate. In this sense, scholars and theorists conduct research and publicize their findings in the latest advances in debate theory and research.<br/><br/>Second, debate can be considered an extracurricular discipline in the form of a student activity. Like band, athletics, or the student yearbook, debate furnishes an organization and a set of educational goals for students beyond the classroom. In this sense, students and their activities are the focal point for our interest.<br/><br/>Third, as an activity, debate itself incorporates critical thinking and analytical approaches to current issues in society. Debate's routines are disciplined.<br/><br/>In the section that follows, three articles explore the discipline of debate. "Why Should We Support Debate?" is a question Colbert and Biggers ask. Their curiosity echoes that of many school administrators, teachers, parents, and students today. Their answer is optimistic and positive, and their findings should find their way into the rationale of many debate directors as they petition their school administrators for budgetary support.<br/><br/>Griffin and Raider address the issue of white, male dominance of debate, an issue being raised increasingly in the consciousness of edu-cators and directors of many other activities as well. The low partici-pation rates of women and minorities in debate are unsettling. To the extent that the activity discriminates against groups, a flaw in the system exists that must be remedied. This article provides a useful starting point for discussion. Finally, Snider presents a paradigm for addressing ethical questions in the format of the formal academic debate context.
526 ## - NOTA DE INFORMACIÓN SOBRE EL PROGRAMA DE ESTUDIO
Program name	Ingeniería Industrial
700 ## - ENTRADA AGREGADA--NOMBRE PERSONAL
Nombre de persona	Robert Mandrou
942 ## - ELEMENTOS DE ENTRADA SECUNDARIOS (KOHA)
Tipo de ítem Koha	Libro
Fuente del sistema de clasificación o colocación	Clasificación Decimal Dewey
945 ## - CATALOGADORES
Número del Creador del Registro	1
Nombre del Creador del Registro	admin
Nombre del último modificador del registro	Jenny Viridiana Quiroz Linares
Número de último modificador del registro	1261